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Parents should start thinking beyond the here and now in order to take preparatory steps towards helping their children gain rudimentary digital skills

Delta Milayo Ndou #digitaldialogue

It is true that Zimbabwean children have many needs and many parents cannot meet them all. However, in attempting to give one’s child an advantage, it is important to anticipate the kind of world that child will have to compete in — my wager is that it will be a digital one.

I once remarked, in jest, that if I were thirsty and had no data in my phone with only $1 on me — I would buy data and tweet about my thirst.

I wanted to express how invested I am in being online and having Internet access — this is an investment I think parents should reflect upon with regards equipping their children for a future that will inevitably be digital.

Whilst one cannot predict the future, it is possible to make categorical statements about the indispensable role that technology has begun and will continue to occupy in our lives.

Oftentimes, anticipation is a subliminal function of parenting because most parents try to equip their children with skills, values and knowledge that they anticipate will help them in future.

Of course, parenting is far more nuanced than the narrow and limited aspect of anticipation that I mention here but for the purposes of the point I wish to make — I pray for the reader’s indulgence.

Working from the premise and frame of reference wherein parenting involves anticipating what skills, resources, values and knowledge children will need in order to face and survive the future, the argument can be made that Internet access and skills therein are of the utmost importance.

The problem with advancing such an argument is that it comes into confrontation with and is contradictory to the lived realities of many parents who, in the hierarchy of their children’s needs, do not have the luxury to include Internet access.

There are, inarguably, more pressing issues for parents to lose sleep over — such as the cost of school fees, the next meal and all that comes with the quest to survive the daily grind. Yet it is my contention that parents should also start thinking beyond the here and now in order to take preparatory steps towards helping their children gain rudimentary digital skills.

The digital “future” is upon us, in fact we are painfully lagging behind — so if our children are to thrive in it — we must anticipate and plan with these irrefutable technology-framed realities in mind.

An “Hour of Code” and

a question of relevance

In many Zimbabwean contexts, whenever discussions about weighing the value of digital skills or technological knowledge crop up — the kneejerk reaction tends to centre on relevance. For instance, what’s the relevance of an “Hour of Code”?

The “Hour of Code” refers to what has become a global movement reaching millions of students in over 180 countries where anyone, anywhere can organise an Hour of Code event.

These one-hour tutorials are available in over 40 languages and no experience is required to host them; they cater for individuals between the ages of four to 104 (according to the website).

In 2014, Zimbabwe joined the list of countries where the “Hour of Code” trainings take place, with several events being held in Harare last year.

The aim is to teach basic computing skills to anyone who desires to learn them and the question that has often arisen is what is the point? What difference will an hour make? What is the relevance of learning these skills if you don’t own a pillow, let alone a computer at home? And, to put it in local parlance, what has coding got to do with the price of zvihuta?

If there were an opportunity for your child to learn a new skill, specifically a new digital skill, would you let it pass because you don’t see its relevance/benefits?

The current curriculum in many schools transfers and transmits knowledge that will likely be obsolete in a few years to come if that tutelage is not framed within the context of rapid technological transformations.

My view is that by harnessing the opportunities that the Internet presents, we get ahead much faster in addressing those very same pressing matters that we insist are higher priorities than the acquisition of digital skills.

It is true that Zimbabwean children have many needs and many parents cannot meet them all. However, in attempting to give one’s child an advantage, it is important to anticipate the kind of world that child will have to compete in — my wager is that it will be a digital one.

Sacrifice and send your kid to the next “Hour of Code” or better yet, come together within your communities and host one by collaborating with those entities that have the skills to train.

Insist on having programmes like “Hour of Code” being implemented at your children’s schools — be willing to pay levies towards facilitating that if needs be.

Some of the more immediate issues that the youth face in Zimbabwe, include unemployment, gender-based violence, and lack of access to opportunities and perhaps technology, parents cannot address them all.

However, having some basic IT skill can aid in landing entry-level positions that require services which can be offered remotely. I have stumbled upon job adverts for entry level social media-related in posts in South Africa, where employers specifically state that they want to hire someone who can work remotely.

It may seem like a novel practice and even an improbable one in the case of Zimbabwe but this is how the world of work is evolving. So when your child is ready for the job market, will the eight to five working hours still be the strict norm?

Working remotely means being able to work beyond borders, without needing the hassle of work visas as long as you can deliver and this can open up a world of possibilities for those seeking employment.

On a STEM-related note

I think it is more imperative, now more than ever, to rally behind the STEM initiative that Government has rolled out.

In the same manner we do not question the value of teaching subjects such as mathematics or science or whatever we teach our children in schools, coding (especially in the 21st century) should be like any other subject.

A friend of mine put it better when she pointed out how coding teaches analytical thinking, processes, creative thinking and many other intellectual building characteristics. Admittedly, not all the students will go on to became huge App software engineers, while others might. The majority will at least have a basic understanding and appreciation of the possibilities of the Internet and how it can be a gateway to tapping opportunities and getting a fighting chance in what is becoming a very digital-centric world.

There is of course a huge disparity in terms of the resources schools have and some children will attend schools where no one will ever teach them how to use computers.

The lack of infrastructure, software and computer teachers are long term requirements that Government should cater for through the relevant ministries — and the STEM initiative is indicative of that good intent.

It is unwise for parents to wait on Government to avail the necessary infrastructure, resources, support and funding towards a nationwide up-skilling of students in digital know-how although this obligation falls squarely upon Government. Policies change slowly and are often outpaced by evolving trends and sectorial realities — whether in education or any other field.

Parents will have to pick up the slack, unfortunately. And they will need to engage schools on the need to equip kids with basic computer skills. Even if it means fundraising to hire out an Internet café as part of a field trip to have kids know the difference between a mouse (computer hardware) and a mouse (rodent).

These may not be the best suggestions on how best to ensure that computer tutelage cascades to disadvantaged schools but obviously the alternative of doing nothing can no longer be an option.

Just last month, Google announced its commitment to train one million young Africans in digital skills in the next year.

In realising this commitment, Google is supporting its partner Livity Africa to run two training programmes: “Digify Bytes” to give digital skills to young people looking to develop a digital career; and “Digify Pro”, a three-month immersion programme for digital specialists.

These programmes have already been launched in Nigeria, Kenya and South Africa, and a group of 65 volunteer Googlers helping to “train the trainers”.

Zimbabwe unfortunately did not have the honour of being included in this training roll out. But we should not be waiting for Google to fund us; we should be stepping ourselves to afford the future of this country (i.e the children) a fighting chance in the digital world they are set to compete in.

Delta is head of Digital Services at Zimpapers and a PhD scholar researching on digital media, disruptive technologies and journalistic practice. Follow her on Twitter: @deltandou